L1A(first language acquisition)is expected to shed light on the L2(second language)teaching.However,how far L1A correlates with second language teaching is an argument that never ends.Hence,the hypotheses on L1A and i...L1A(first language acquisition)is expected to shed light on the L2(second language)teaching.However,how far L1A correlates with second language teaching is an argument that never ends.Hence,the hypotheses on L1A and its connection with L2 Teaching are analyzed,along with a discussion on the relationship between L1A,L2A and L2 Teaching.The limitation of L1A to L2T is elaborated from the aspect of literacy,age and time distinction.展开更多
The target of much language teaching and learning is to make students approximate to native speakers.The only rightful speak ers of a language are its native speakers.Contrary to these contemporary views,however,this ...The target of much language teaching and learning is to make students approximate to native speakers.The only rightful speak ers of a language are its native speakers.Contrary to these contemporary views,however,this paper argues that the obligation of the lan guage teacher is to help students to use L2 effectively not to simply imitate native speaker.A successful L2 user who comes from the group of L2 learners can be a model for students.Therefore,non-native teachers with a high degree of language proficiency and good teaching skills can be ideal and qualified language teachers.展开更多
Fuzziness is the nature of language. If the students can make full use of the fuzziness in language, their communicative competence will be greatly improved. So the fuzziness principles are advanced here to guide lang...Fuzziness is the nature of language. If the students can make full use of the fuzziness in language, their communicative competence will be greatly improved. So the fuzziness principles are advanced here to guide language teaching, which are the principle of tolerance ambiguity and the principle of active selection. And teachers should try to cultivate the students＇ cognitive learning style of inference, guessing, and association. In this way the students＇ communicative competence of using L2 will be improved.展开更多
The research literature on teaching writing in a L2 （second language） has inspired L2 writing teachers with various sorts of activities in the last few decades and scholars have highlighted multiple aspects of L2 wr...The research literature on teaching writing in a L2 （second language） has inspired L2 writing teachers with various sorts of activities in the last few decades and scholars have highlighted multiple aspects of L2 writing on which L2 writing teachers should focus. This paper presents a chronological sketch of the main approaches and trends in teaching and researching L2 writing around the world. It summarizes the components of L2 writing addressed in these approaches and enumerates the dimensions of L2 writing stressed in different approaches including language structure, text functions, themes and topics, creative expression, composing processes, content, genre, and context of writing. Referring to the types of knowledge that need to be imparted to L2 writers, the paper exemplifies teaching activities that can enrich L2 writing classes. The theme that emerges from the discussion is that varied pedagogical implications of the research literature will not be confusing for L2 writing teachers, if they broaden their vision of L2 writing to extend a social view to all dimensions of forms, processes, audiences and L2 writers Teaching L2 writing is presented as the teaching of social individuals using socially-mediated processes to produce socially-meaningful texts for socially-aligned audiences展开更多
From the perspective of language cognition,second language acquisition is a complex cognitive process in which themother tongue and the target language play against each other.In this process,the second language learn...From the perspective of language cognition,second language acquisition is a complex cognitive process in which themother tongue and the target language play against each other.In this process,the second language learner establishes the targetlanguage form by the mother tongue language rules.At the same time,through the continuous acquisition of second language knowl-edge to continuously modify this intermediary system.This article briefly analyzes the impact of the L1 transfer on SLA in the de-velopment of interlanguage,the role of L1 in SLA,and the impact of the L1 transfer on college foreign language teaching.展开更多
Error correction, in recent times, is seen as one of the important teaching processes in L2 （second language） learning, because comprehensible inputs alone is insufficient for acquisition of language. However, few L...Error correction, in recent times, is seen as one of the important teaching processes in L2 （second language） learning, because comprehensible inputs alone is insufficient for acquisition of language. However, few L2 teachers know much about error analysis and how to correct errors in the L2 classroom. Error correction is a very complicated and a thorny issue in L2 teaching and learning. L2 teachers, therefore, need to be armed with ways in which errors can be treated to ensure maximum effect yet with less harm to learners. Identifying learners＇ errors is very important in L2 learning, but how to correct them to give the desired effect is equally important and very challenging to L2 teachers. It is therefore crucial to initiate a study in Ghana to find out how errors are corrected in the Ghanaian English language classroom. This case study used complete observation and semi-structured interview as data collection strategies to identify error correction strategies/types English teachers use in the Ghanaian JHS （Junior High School） classroom and how error correction/treatment can be improved to facilitate English language teaching and learning. The findings of the study showed that explicit error correction technique was the most commonly used followed by recast, elicitation, metalinguistic clues, clarification request, repetition, and cues. It was also found that the causes of the disparity in the use of the various error correction types were inadequate teacher preparation, incompetence in English language, limited knowledge in error correction, caliber of students, and insufficient teaching time. This study identified that the situation can be improved through effective teacher training, in-service training, learner involvement, and effective planning.展开更多
Throughout decades of foreign language(L2) teaching,a recurring issue has been the role of the first language(L1) in the classroom.A long-term and wide-ranging debate persists regarding practical and theoretical quest...Throughout decades of foreign language(L2) teaching,a recurring issue has been the role of the first language(L1) in the classroom.A long-term and wide-ranging debate persists regarding practical and theoretical questions about the significance of the L1’ s obvious influence on the L2 being learned.Although many feel that the L1 should not be used in the classroom,other researchers, teachers,and learners do see a role for the L1 and support its use as a communication strategy and instructional tool.This article will look at the historical background of this topic,and describe how the L1 is currently being used in the L2 classroom,including in written translation activities.A specific explanation will also be given about the benefits of using translation for assessing reading comprehension.展开更多
Various investigations have shown that the native language impacts foreign word recognition and this influence is adapted by the dexterity in the normative language. Cognates, words which area like beyond two or addit...Various investigations have shown that the native language impacts foreign word recognition and this influence is adapted by the dexterity in the normative language. Cognates, words which area like beyond two or additional languages in some fields signify an attention-grabbing, illuminating, and crucial facet of foreign or second language learning and research. Forty-five （males and females） participants have been randomly chosen and participated in the experiment in Islamic Azad University, Zanjan, Iran, in 2014-2015 school year. The participants＇ age was between from 18 to 28, with a mean age of 21.5 years. The materials were divided into two groups which include 30 true cognates and 30 false cognates words from 300 words by doing CVR （content validity ratio） and CVI （content validity index） （Lawshe＇s table with index of 88% and 82% respectively） for being reliable and valid. These words have been taught to them, after a week, a test has been prepared about those words. According to the results of T-test for comparing the average marks of learning in every two groups can be said that there is a meaningful difference between the scores. The results show that the students learned true cognate words better than the false cognate words. The results of this investigation conjointly make sure the expectations that cognate-based instruction can absolutely impact in second language acquisition.展开更多
More and more studies are examining the use of technology in the teaching of Mandarin Chinese as a second or foreign language(L2 Chinese).The current study involved a systematic review of the literature in the field p...More and more studies are examining the use of technology in the teaching of Mandarin Chinese as a second or foreign language(L2 Chinese).The current study involved a systematic review of the literature in the field published outside China from 2008 to 2018.A total of 33 studies met the inclusion criteria.The current review study aimed:(1)to examine the research topics and technologies used in the literature;(2)to identify the benefits of,and challenges involved in,the use of technologies in L2 Chinese teaching and learning;and(3)to suggest implications for practitioners and directions for further research.The review study provides educators and researchers with an overview of recent developments in this field,which could be helpful in informing teaching practice and further research.展开更多
文摘L1A(first language acquisition)is expected to shed light on the L2(second language)teaching.However,how far L1A correlates with second language teaching is an argument that never ends.Hence,the hypotheses on L1A and its connection with L2 Teaching are analyzed,along with a discussion on the relationship between L1A,L2A and L2 Teaching.The limitation of L1A to L2T is elaborated from the aspect of literacy,age and time distinction.
文摘The target of much language teaching and learning is to make students approximate to native speakers.The only rightful speak ers of a language are its native speakers.Contrary to these contemporary views,however,this paper argues that the obligation of the lan guage teacher is to help students to use L2 effectively not to simply imitate native speaker.A successful L2 user who comes from the group of L2 learners can be a model for students.Therefore,non-native teachers with a high degree of language proficiency and good teaching skills can be ideal and qualified language teachers.
文摘Fuzziness is the nature of language. If the students can make full use of the fuzziness in language, their communicative competence will be greatly improved. So the fuzziness principles are advanced here to guide language teaching, which are the principle of tolerance ambiguity and the principle of active selection. And teachers should try to cultivate the students＇ cognitive learning style of inference, guessing, and association. In this way the students＇ communicative competence of using L2 will be improved.
文摘The research literature on teaching writing in a L2 （second language） has inspired L2 writing teachers with various sorts of activities in the last few decades and scholars have highlighted multiple aspects of L2 writing on which L2 writing teachers should focus. This paper presents a chronological sketch of the main approaches and trends in teaching and researching L2 writing around the world. It summarizes the components of L2 writing addressed in these approaches and enumerates the dimensions of L2 writing stressed in different approaches including language structure, text functions, themes and topics, creative expression, composing processes, content, genre, and context of writing. Referring to the types of knowledge that need to be imparted to L2 writers, the paper exemplifies teaching activities that can enrich L2 writing classes. The theme that emerges from the discussion is that varied pedagogical implications of the research literature will not be confusing for L2 writing teachers, if they broaden their vision of L2 writing to extend a social view to all dimensions of forms, processes, audiences and L2 writers Teaching L2 writing is presented as the teaching of social individuals using socially-mediated processes to produce socially-meaningful texts for socially-aligned audiences
文摘From the perspective of language cognition,second language acquisition is a complex cognitive process in which themother tongue and the target language play against each other.In this process,the second language learner establishes the targetlanguage form by the mother tongue language rules.At the same time,through the continuous acquisition of second language knowl-edge to continuously modify this intermediary system.This article briefly analyzes the impact of the L1 transfer on SLA in the de-velopment of interlanguage,the role of L1 in SLA,and the impact of the L1 transfer on college foreign language teaching.
文摘Error correction, in recent times, is seen as one of the important teaching processes in L2 （second language） learning, because comprehensible inputs alone is insufficient for acquisition of language. However, few L2 teachers know much about error analysis and how to correct errors in the L2 classroom. Error correction is a very complicated and a thorny issue in L2 teaching and learning. L2 teachers, therefore, need to be armed with ways in which errors can be treated to ensure maximum effect yet with less harm to learners. Identifying learners＇ errors is very important in L2 learning, but how to correct them to give the desired effect is equally important and very challenging to L2 teachers. It is therefore crucial to initiate a study in Ghana to find out how errors are corrected in the Ghanaian English language classroom. This case study used complete observation and semi-structured interview as data collection strategies to identify error correction strategies/types English teachers use in the Ghanaian JHS （Junior High School） classroom and how error correction/treatment can be improved to facilitate English language teaching and learning. The findings of the study showed that explicit error correction technique was the most commonly used followed by recast, elicitation, metalinguistic clues, clarification request, repetition, and cues. It was also found that the causes of the disparity in the use of the various error correction types were inadequate teacher preparation, incompetence in English language, limited knowledge in error correction, caliber of students, and insufficient teaching time. This study identified that the situation can be improved through effective teacher training, in-service training, learner involvement, and effective planning.
文摘Throughout decades of foreign language(L2) teaching,a recurring issue has been the role of the first language(L1) in the classroom.A long-term and wide-ranging debate persists regarding practical and theoretical questions about the significance of the L1’ s obvious influence on the L2 being learned.Although many feel that the L1 should not be used in the classroom,other researchers, teachers,and learners do see a role for the L1 and support its use as a communication strategy and instructional tool.This article will look at the historical background of this topic,and describe how the L1 is currently being used in the L2 classroom,including in written translation activities.A specific explanation will also be given about the benefits of using translation for assessing reading comprehension.
文摘Various investigations have shown that the native language impacts foreign word recognition and this influence is adapted by the dexterity in the normative language. Cognates, words which area like beyond two or additional languages in some fields signify an attention-grabbing, illuminating, and crucial facet of foreign or second language learning and research. Forty-five （males and females） participants have been randomly chosen and participated in the experiment in Islamic Azad University, Zanjan, Iran, in 2014-2015 school year. The participants＇ age was between from 18 to 28, with a mean age of 21.5 years. The materials were divided into two groups which include 30 true cognates and 30 false cognates words from 300 words by doing CVR （content validity ratio） and CVI （content validity index） （Lawshe＇s table with index of 88% and 82% respectively） for being reliable and valid. These words have been taught to them, after a week, a test has been prepared about those words. According to the results of T-test for comparing the average marks of learning in every two groups can be said that there is a meaningful difference between the scores. The results show that the students learned true cognate words better than the false cognate words. The results of this investigation conjointly make sure the expectations that cognate-based instruction can absolutely impact in second language acquisition.
基金This paper was supported by Social Sciences and Humanities Youth Foundation of Ministry of Education of the People’s Republic of China(Project No.19YJC740057)Innovation Project Funding of Guangdong University of Foreign Studies(Project No.19TS13).
文摘More and more studies are examining the use of technology in the teaching of Mandarin Chinese as a second or foreign language(L2 Chinese).The current study involved a systematic review of the literature in the field published outside China from 2008 to 2018.A total of 33 studies met the inclusion criteria.The current review study aimed:(1)to examine the research topics and technologies used in the literature;(2)to identify the benefits of,and challenges involved in,the use of technologies in L2 Chinese teaching and learning;and(3)to suggest implications for practitioners and directions for further research.The review study provides educators and researchers with an overview of recent developments in this field,which could be helpful in informing teaching practice and further research.
